Idaho Content Standards
Concepts and Vocabulary Grade 10
(Actually covers grades 7, 8, 9 and 10)
12/15/2008
Alternative explanations
Hypothesis
Model
Observation
System
Theory
Characteristic
Electron
Fission
Function
Fusion
Isotope
Kinetic energy
Neutron
Newton's Laws
Potential energy
Property
Proton
Transformed
Atmosphere
Geologic time
Nebular cloud
Hazardous waste
Nonrenewable resources
Renewable resources
Technology
Absorb
Absorption
Atomic mass
Atomic number
Elements
Molecule
Radioactive decay
Sediment
Silt
12/15/2008
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
Grade: 9TH – Earth ScienceSubject: Science
Unit 1: Energy
Lens: Evidence and Models
Enduring Understandings
/Guiding Questions
1. Science uses the components of scientific problem solving to design, conduct and communicate results of investigations.8-9.PS.1.6.1 Identify questions and concepts that guide scientific investigations
8-9.PS.1.6.2 Utilize the components of scientific problem solving to design, conduct, and communicate results of investigations
8-9.PS.1.6.3 Use appropriate technology and mathematics to make investigations
8-9.PS.1.6.4 Formulate scientific explanations and models using logic and evidence
8-9.PS.1.6.5 Analyze alternative explanations and models
8-9.PS.1.6.6 Communicate and defend a scientific argument.
8-9.PS.1.6.7 Explain the differences among observations, hypotheses, and theories
2. Energy is generated and retained by internal and external processes.
8-9.PS.2.3.1 Explain that energy can be transformed but cannot be created nor destroyed
8-9.PS.2.4.2 Explain the processes of fission and fusion
8-9.ES.4.2.1 Explain the internal and external energy sources of the earth
3. Energy transfer drives atmospheric, biological, and hydrological cycles.
8-9.ES.1.1.1 Explain the scientific meaning of system, order, and organization.
8-9.ES.1.3.1 Measure changes that can occur in and among systems.
8-9.ES.1.3.2 Analyze changes that can occur in and among systems.
8-9.ES.1.1.2 Apply the concepts of order and organization to a given system
8-9.ES.1.2.2 Develop models to explain concepts or systems.
4. Energy may travel in the form of waves and energy level determines wavelength.
8-9.ES.4.2.1 Explain the internal and external energy sources of the earth / 1.
a. What is the method scientists use to solve problems?
b. Why is there a difference between theory and law?
c. How can observations be used to prove or disprove theories?
2.
a. Why the interior of the Earth is so hot?
b. What is the source of energy generated below the surface?
c. How is energy transferred?
d. How does energy travel from Earth’s interior to the surface and what are examples of this?
e. What is the external source of energy for our earth?
f. Where are the hottest places on earth?
g. Where are the coldest places on earth?
h. Why are they the warmest or coldest?
3.
a. How does the energy transfer between atoms affect the cycles on Earth? (H2O, atmosphere)
b. Why does life as we know it exist on Earth but not on Venus and Mars?
4.
a. How does the sun control many of Earth’s activities? (cycles)
b. How does this energy reach us?
c. Why do scientists need to have many types of receivers, telescopes, and other instrumentation to identify the energy reaching the Earth?
Grade: 9TH – Earth Science
Subject: Science
Unit 1: Energy
Lens: Evidence and Models
Students will Know:
/Students will be able to:
1. The difference between a hypothesis, theory and law.2. Observations can be used to support or disprove theories.
3. The difference between fission and fusion reactions.
4. How the mechanisms of energy transfer (convection, conduction and radiation) work
5. Earths internal and external energy sources drive cycles that create change (radioactive decay and solar fusion). Teachers Note: Fission and radioactive decay need to be differentiated.
6. Earth’s internal energy is derived from radioactive decay within the core.
7. The structures of Earth and how energy is transferred resulting in dynamic change.
8. The Theory of Plate Tectonics and the evidence that supports it.
9. Earth’s external energy is derived from nuclear reactions in the sun.
10. Solar energy is the driving force for atmospheric and oceanic dynamics
11. How differential heating of earth’s surface create atmospheric and oceanic circulation which influence weather and climate
12. Earth is a system resulting from the interaction of the Biosphere, Geosphere, Hydrosphere, and Atmosphere.
13. How energy is transferred between these spheres causing global change.
14. Earth’s layers result from density differences / 1. Use available technology to analyze data, solve problems and present results.
2. Communicate scientific concepts / technical information.
3. Explain how and why energy is transferred within and between earth’s spheres and the changes it causes.
4. Compare and contrast the different types of energy transfers and their effects on earth’s systems.
5. Explain the relationship between matter, energy and density
6. Create a model to demonstrate energy transfer or its effect on a system.
7. Explain how internal energy transfers drive plate tectonics
8. Identify the evidence that supports the Theory of Plate Tectonics (geological features, earthquakes, volcanoes)
9. Explain how energy transfers drive atmospheric conditions
10. Explain how interactions between the solid earth, oceans, atmosphere and organisms have changed earth’s systems over time.
11. Analyze the evidence of the relationship between atmospheric change and global climate change.
12. Measure and calculate using the metric system.
13. Construct a scale model of the Earth’s interior
14. Use temperature, pressure and density to define the layers of the atmosphere and their properties.
Grade: 9th – Earth Science
Subject: Science
Unit 1: Energy
Lens: Evidence and Models
Instructional Plan/Activities
(Correlations) / / /Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
Subject: Science
Unit 2: Biogeochemical Cycles
Lens: Systems & Orders
Enduring Understandings
/Guiding Questions
1. Laws and theories based on empirical evidence allow us to estimate geologic time.8-9.ES.4.1.2 Identify methods used to estimate geologic time
8-9.PS.2.4.3 Describe the characteristics of isotopes
2. Earth and its systems are composed of a fix amount of matter (atoms) which behave in predictable ways based on their individual properties.
8-9.PS.2.4.1 Describe the properties, function, and location of protons, neutrons, and electrons
8-9.PS.2.5.1 Explain how chemical reactions may release or consume energy while the quantity of matter remains constant
3. Atoms and the compounds they form continuously move through earth’s systems and cycles. Where they are in the system determines how we perceive them.
8-9.ES.4.1.3 Show how interactions among the solid earth, oceans, atmosphere, and organisms have changed the earth system over time.
4. There are a fixed amount of resources available in a closed system. Supply, demand, and technology determine utilization of nonrenewable and renewable resources and how they affect quality of life.
8-9.ES.5.3.1 Describe the difference between renewable and nonrenewable resources
8-9.ES.5.1.1 Analyze environmental issues such as water and air quality, hazardous waste, and depletion of natural resources
8-9.ES.5.2.3 Explain how science and technology are pursued for different purposes / 1.
a. How can we use trilobites to determine the age of a rock?
b. How can known decay rates of radioactive isotopes present in rocks be used to measure the time since the rock was formed?
2.
a. How does the bonding between elements create crystal structure?
b. What is the evidence for different bonding arrangements between calcite, galena, and corundum?
3.
a. What physical properties of matter dictate the reactions when matter joins and how does this create a cycle?
b. How does landscape change due to the effects of erosion and deposition agents.
4.
a. If a substance were completely “used up,” what would the consequences be in a closed system?
Grade: 9th – Earth ScienceSubject: Science
Unit 2: Biogeochemical Cycles
Lens: Systems & Orders
Students will know:
/Students will be able to:
1. The Law of Conservation of Matter2. A cycle allows materials available in limited quantities to flow through a system
3. The external forces that will affect a normal cycle
4. Processes that occur on earth today also occurred in the past, the evidence of those past changes is used to support current theories.
5. Geological laws related to determining age
6. How geological time is estimated i.e. Radioactive decay, Law of Superposition, index fossils
7. Fossils are an indicator of paleo-climates
8. Basic atomic structure and bonding
9. How physical properties can be used to identify a mineral
10. That physical properties of a mineral reflect internal atomic structure
11. Elements combine to make minerals, minerals combine to make rocks, rocks weather to make soil
12. Weathering and erosion forces
13. The energy source, energy transfer and processes that drive the water cycle
14. How carbon and oxygen cycle through earth’s systems
15. How greenhouse gases cycling through earth’s systems contribute to global change
16. The use of resources (minerals, water, fossil fuel) are dependent on supply and demand
17. The difference between renewable, nonrenewable and recyclable resource / 1. Interpret a geological cross - section
2. Calculate age based on radiometric measurements (half life)
3. Given a chemical formula of a compound identify the elements present and their ratios
4. Use physical properties to identify an unknown rock or mineral
5. Interpret and analyze a model of the rock cycle
6. Identify the physical features associated with erosion and deposition
7. Interpret a graph that displays the relationship between river flow volume and particle deposition
8. Diagram and interpret the dynamics of the water cycle
9. Collect and graph data
10. Differentiate between renewable, nonrenewable and recyclable resources
Grade: 9th – Earth Science
Subject: Science
Unit 2: Biogeochemical Cycles
Lens: Systems & Orders
Instructional Plan/Activities
(Correlations) / / /Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
Subject: Science
Unit 3: Universe: Origin & Change
Lens: Evidence & Model
Enduring Understandings
/Guiding Questions
1. Historical observations and models lead to the progressive understanding of natural phenomena.8-9.ES.1.2.1 Use observations and data as evidence on which to base scientific explanations
8-9.ES.1.2.2 Develop models to explain concepts or systems.
8-9.ES.1.2.3 Develop scientific explanations based on knowledge, logic, and analysis
2. Gravitational forces exist that enable us to predict the motion of objects.
Goal 2.2: Understand Concepts of Motion and Forces
3. The motions of celestial bodies establish cycles.
Goal 1.3: Understand Constancy, Change, and Measurement
4. Innovations from exploration alter the quality of life.
8-9.ES.5.2.1 Explain how science advances technology
8-9.ES.5.2.2 Explain how technology advances science
8-9.ES.5.2.3 Explain how science and technology are pursued for different purposes
5. Nuclear fusion leads to stellar evolution and the creation of new elements.
8-9.ES.4.1.1 Explain the current scientific theory that suggests that the solar system formed from a nebular cloud of dust and gas. / 1. How have the ideas about the origin and evolution of the solar system changed over time?
2.
a. If an object were catapulted into space what would affect its motion as it traveled?
b. What would change in your life if the moon went away? (What if the moon didn’t exist?)
c. What would happen in your life if our orbit changed places with Mars? With Jupiter?
3.
a. Why does the length of a day and seasons change throughout the year?
b. What would happen if the axis of the Earth were tilted a little more or less?
c. How does revolution and rotation affect daily, seasonal, and yearly cycles?
4.
a. What technical advancements have been provided through space exploration?
5.
a. How did combining elements create our universe and why is this process still shaping your life on this Earth?
b. What drives stellar evolution?
Grade: 9th – Earth Science
Subject: Science
Unit 3: Universe: Origin & Change
Lens: Evidence & Model
Students will Know:
/Students will be able to:
1. The difference between heliocentric and geocentric models of the universe2. Kepler’s and Newton’s Laws can be used to explain planetary motion
3. Seasons are caused by earth’s position relative to the sun
4. How distances are measured on a universal scale
5. That the universe is expanding
6. The evidence that supports the big bang theory
7. How the electromagnetic spectrum is used to study the universe
8. The stages in the life cycle of a star
9. How the development of science and technology promotes future space exploration. / 1. Differentiate between universe, galaxy, solar system and planet
2. Explain the relationships between mass, distance and gravitational force
3. Explain the mechanism for the seasons and the lunar cycle.
4. Distinguish between the wave lengths and frequencies of the electromagnetic spectrum
5. Use the electromagnetic spectrum to analyze the properties of a celestial object
6. Explain how nuclear fusion leads to stellar evolution and the creation of new elements
7. Construct a time line showing the evolution of space technology and discovery
8. Correlate the relationship between mass and stellar evolution.
Grade: 9th – Earth Science
Subject: Science
Unit 3: Universe: Origin & Change
Lens: Evidence & Model
Instructional Plan/Activities
(Correlations) / / /12/15/2008